Embedded Files
Every day by 5:00 pm we will update this page with a brief overview of what we did in class that day. There will be links to any videos and resources you may need. Use this page in case of absences or to keep up with what's going on in class!
Friday 6/8
Friday 6/8
End of year survey: click here
Tuesday 6/5 through Thursday 6/7
Tuesday 6/5 through Thursday 6/7
I will be giving each of my 8th grade classes the opportunity to vote on one of the following movies to watch over the next three days in my class. Each of these movies include themes that have been incorporated in their study of U.S. history over the duration of their 8th grade year. This activity is meant to help students make connections between issues they learned about, their community and their world of pop culture. Please let me know if you would rather your child not participate in viewing any of these films and I will find an alternative activity for them to do.
Movie options:
- Selma
- Black Panther
- Hidden figures
Thursday 5/24/18 through Friday 6/1/18
Thursday 5/24/18 through Friday 6/1/18
Learning Target: I can understand the lasting effects of the Civil War.
Historical Investigation #4: Was Reconstruction a story of triumph or tragedy?
Wednesday 5/23/18
Wednesday 5/23/18
Early release ***I will only see my 3rd and 4th hours
Learning Target: I can understand the lasting effects of the Civil War.
Slides #151-156 above
Read-a-loud from Heart and Soul by Kadir Nelson (click here)
Tuesday 5/22/18
Tuesday 5/22/18
Learning Target: I can understand the lasting effects of the Civil War.
Slides #144-150 Above
Reconstruction Amendment Mini Project poster
Monday 5/21/18
Monday 5/21/18
Learning Target: I can understand the lasting effects of the Civil War.
Slides #132-143 above
Read NewsELA article (click here)
Take notes about reconstruction (notes sheet click here)
Wednesday 5/16/18
Wednesday 5/16/18
Learning Target: I can understand the lasting effects of the Civil War.
Slides #122-126 Above
Watch video + Think-Pair-Share
Read NewsELA article and discuss (click here)
Watch documentary
Tuesday 5/15/18
Tuesday 5/15/18
Learning Target: I can understand the lasting effects of the Civil War.
Slides #115-121 Above
Read NewsELA article (click here)
complete primary source activity with goformative.com
Friday 5/11/18 through Monday 5/14/18
Friday 5/11/18 through Monday 5/14/18
Work on Summative Assessment
Look at summative assessment (organizer, directions, mentor text click here)
Thursday 5/10/18
Thursday 5/10/18
Learning Target: I can evaluate the events that were the most significant to causing the Civil War
Slides #84-104 above
Look at summative assessment (organizer, directions, mentor text click here)
Wednesday 5/9/18
Wednesday 5/9/18
Learning Target: I can evaluate the events that were the most significant to causing the Civil War
Slides #76-83 Above
Monday 5/7/18
Monday 5/7/18
Learning Target: I can evaluate the events that were the most significant to causing the Civil War
Slides #67-73 above
Read pp. 246-247 in History Alive! Textbook (click here)
Primary Source Analysis + Frederick Douglass video and fill out discussion questions (click here)
Thursday 5/3/18
Thursday 5/3/18
Learning Target: I can compare and contrast the social and economic systems of the Northeast and the South.
Slides #60-66 Above
Read pp.269-271 in the History Alive! Textbook (click here to see)
Watch the Solomon Northup Story
Read "Kidnapping of Free People of Color" (click here)
Tuesday 5/1/18
Tuesday 5/1/18
Learning Target: I can compare and contrast the social and economic systems of the Northeast and the South.
slides #47-58 Above
Guided notes on slave resistance (click here) - slide #4
Monday 4/30/18
Monday 4/30/18
Learning Target: I can compare and contrast the social and economic systems of the Northeast and the South.
Slides #33-46 above
Notes comparing North and South (notes page click here) - slides #1-2
Friday 4/27/18
Friday 4/27/18
Learning Target: I can compare and contrast the social and economic systems of the Northeast and the South.
Slides #24-31 above
Read Heart and Soul by Kadir Nelson, Prologue and Chapters 2 and 3 (read along packet click here)
Watch video "Why America Needs a Slavery Museum" and discuss (slide #31)
Thursday 4/26/18
Thursday 4/26/18
Learning Target: I can understand what we're studying in Unit 7
Unit overview packet (click here)
slides #2-23 above
Monday 4/23 through Wednesday 4/25/18
Monday 4/23 through Wednesday 4/25/18
Unit 6 Summative Assessment using google classroom
Monday 4/16 through Friday 4/20/18
Monday 4/16 through Friday 4/20/18
Learning Target: I can analyze the expansion, conquest, and settlement of the West.
Slides #209-218 Above
People of the West Webquest:
You are going to explore the experiences of different people who lived in The West during the early-mid 1800s. Your goal is to answer the central question: How did power shift as people migrated in the 1800s?
As you click through the pages of this webquest, switch back and forth with your google doc in order to fill in the information. When you are done with your google doc, turn it in using Google Classroom
You MUST answer the questions associated with at least THREE of the following groups, then use the evidence you found to answer the central question at the end. You may look through the pages in whatever order you choose, just make sure you fill out the correct page in your google doc.
Thursday and Friday 4/12-4/13/18
Thursday and Friday 4/12-4/13/18
Learning Target: I can analyze the expansion, conquest, and settlement of the West
Slides #184-195 above
Territorial acquisitions jiggsaw: work with group to map each territorial acquisition and create poster with information about that acquisition. (click here to read acquisition texts)
Then: gallery walk with notes packet (click here to view) to fill in notes with details about each.
FOR MR. AUMEN'S CLASSES... See Slide #201 above for directions. Also, remember to share your slide with him at aumenj@aaps.k12.mi.us
Monday 4/10/18
Monday 4/10/18
Learning Target: I can analyze the expansion, conquest, and settlement of the West
Slides #166-181 above
New Vocabulary (click here for vocab sheet)
Where was the "West?" - Discuss
Discuss: different opinions about Manifest Destiny based on the 1872 painting "American Progress" by John Gast
Discuss: How does media (movies, radio, T.V, internet) impact how people understand the past? by watching two clips from movies about the West.
Tuesday 4/3/18 - Friday 4/6/18
Tuesday 4/3/18 - Friday 4/6/18
Learning Target: I can understand what push and pull factors result in migration
Directions: Using your class website, read TWO stories of different people who have migrated to the United States from one of the common immigrant groups found in Ann Arbor. Fill out the graphic organizer below using the information you’ve gathered from the following resources. Then, present your information in a project of your choice.
***If you or someone you know is an immigrant to Ann Arbor, you may fill out this graphic organizer and complete a project by doing an interview or writing your own story! Please speak with Ms. Di Bella before making this choice.
Project ideas:
- google slideshow
- essay
- comic strip
- poem
- Anything you can think of!
Resources:
- Immigration stories: click here
- Information on different regions of the world (click on the region names) (Don't know what region you're looking for? Do a quick google search and find the region based on the country of origin mentioned in the story you read!)
- Information on Ann Arbor click here
***If you finish early***
Making Home: Contemporary Works from the Detroit Institute of Arts is an exhibition (public display) of work by artists from the last 50 years. In this exhibition, there are prints, drawings, and photographs representing different ideas about the concept of “home.” What does home mean to you? Is it a house? Is it a country or a city? What does it mean to feel “at home?” How might the concept of home be different for different people?
On the class website there is a new page called “Making Home from the DIA.” On this page you can see some of the works from the exhibition organized based on the different themes that relate to the concept of home.
These themes include:
- Childhood Imagination (home through the eyes of children)
- Urbanization (living in a city)
- Displacement (being forced to move against your will)
- Domesticity (family life and making a home)
- Melancholy (sadness or loneliness)
- Home and Community (belonging)
Central Question: How might the concept of home be different for different people?
For your assignment: You will create a google slideshow that includes the following:
- Three (3) pictures copied and pasted from the DIA exhibition. For each picture answer the following questions:
- What do you see in the picture?
- What do you think is going on in the picture?
- What questions do you have about the picture? (What do you wonder?)
- How do you think this picture represents the concept of home?
- Three (3) pictures copied and pasted from the internet (DIA website, google images, University of Michigan Museum of Art, etc…) that represent your own ideas about what home means to you
- This picture represents home to me because...
Blended Learning Cohort
Blended Learning Cohort
Learning Target: I can understand how to effectively use google classroom and google sites in my teaching.
Group A - M
Go to Edpuzzle.com
Sign in as a student
Join my class using class code: cefefni
Complete the assignment: "Google Classroom differentiation and grouping tutorial"
Group N-Z
Go to classroom.google.com
Click on the + sign in the top right-hand corner of the screen
enter the class code: t6sw1td
Complete the assignment: Differentiation using technology
Thursday 3/22/18
Thursday 3/22/18
Learning Target: I can understand what push and pull factors result in migration
Watch: America By the Numbers, Episode 5 (click here)
fill out watching guide (click here)
Wednesday 3/21/18
Wednesday 3/21/18
Learning Target: I can understand what push and pull factors result in migration
Watch: America By the Numbers, Episode 1 (click here)
Complete watching guide (click here)
Tuesday 3/20/18
Tuesday 3/20/18
Learning Target: I can understand what push and pull factors result in migration
Slides #110-120 above
Push and Pull factors impacting Cherokee migration during the Trail of Tears
Discussion: How do indigenous peoples feel about current immigration debates?
Notes on common push and pull factors (notes sheet click here)
Notes and discussion about demographics
Tuesday 3/13/18 through Monday 3/19/18
Tuesday 3/13/18 through Monday 3/19/18
Learning Target: I can analyze the causes and effects of displacement
Cherokee Removal Historical Investigation slides #22-103
Monday 3/12/18
Monday 3/12/18
Learning Target: I can analyze the causes and effects of displacement
Unit 6 overview slides #3-21 above (click here for overview packet)
Tuesday 3/6/18 through Friday 3/9/18
Tuesday 3/6/18 through Friday 3/9/18
Learning target: I can analyze how the powers of the judicial branch balance with individual rights.
Watch Netflix Documentary 13th (see trailer, click here)
Fill out summative assessment for Unit 4 Part III (see summative organizer click here)
Thursday 3/1/18
Thursday 3/1/18
Learning target: I can analyze how the powers of the judicial branch balance with individual rights.
Slides #211-226 above
Use notes packet to take background notes to get ready for viewing of movie 13th (click here for packet)
***Remember to turn in 13th Opt Out form if you are NOT planning on watching the documentary with us next week. (click here for copy of form)
Tuesday 2/27/18
Tuesday 2/27/18
Learning target: I can analyze how the powers of the judicial branch balance with individual rights.
Watch Video (click here) and think about the question: What is judicial review used for?
Discuss Tinker v. Des Moines background (slides 201-204)
Tinker v. Des Moines Reader's Theater + discussion questions (click here for packet)
Monday 2/26/18
Monday 2/26/18
Learning target: I can analyze how the powers of the judicial branch balance with individual rights.
Change classroom jobs
Opt out letter for 13th (click here for letter)
Notes on the powers of the judicial branch slides #187-193 above (click here for notes sheet)
Tuesday 2/20/18 through Thursday 2/22/18
Tuesday 2/20/18 through Thursday 2/22/18
Learning target: I can analyze how the powers of the legislative branch balance with individual rights.
Unit 4 Part II Summative Assessment: Directions: You are going to craft an email to a lawmaker about an issue that you would like to change in society. You may either choose a topic from the list provided on the class website, or you may think of your own (with permission from the teacher). You must do some research to find the appropriate lawmaker to contact, make a claim about the issue you would like to fix, provide evidence to support your claim, and provide reasoning that connects the evidence to your claim. Start by filling out the graphic organizer on this page, and then craft a final draft as an email to your teacher.
List of Issues + Resources:
Violence against the LGBTQ Community:
https://www.hrc.org/resources/sexual-assault-and-the-lgbt-community
https://www.hrc.org/resources/hate-crimes-and-violence-against-lgbt-people
https://www.nytimes.com/interactive/2016/06/16/us/hate-crimes-against-lgbt.html
https://www.usatoday.com/story/news/nation/2017/06/12/2016-deadliest-year-lgbtq-pulse/373840001/
Gun Control:
https://gun-control.procon.org/
Guns in schools: https://www.countable.us/bills/hr133-113-citizens-protection-act-of-2013
https://www.countable.us/bills/hr86-114-safe-students-act
Immigration:
https://immigration.procon.org/
Health Care:
https://healthcare.procon.org/
https://www.countable.us/bills/hr2682-113-defund-obamacare-act-of-2013
Environmental issues:
EPA suspends 2015 WOTUS (Clean Water Act): https://www.countable.us/articles/2559
Climate Change: https://climatechange.procon.org
Net neutrality
https://www.countable.us/bills/s993-115-restoring-internet-freedom-act
Standardized Testing in Schools
https://standardizedtests.procon.org/
https://gradepowerlearning.com/pros-cons-standardized-tests/
Cameras on Cops
http://www.rasmussen.edu/degrees/justice-studies/blog/pros-and-cons-of-police-body-cameras/
https://sacsconsulting.com/2016/12/12/pros-cons-police-body-cameras/
Increasing Minimum Wage
https://minimum-wage.procon.org/
https://www.countable.us/bills/s1737-113-minimum-wage-fairness-act/details
Death Penalty
https://deathpenalty.procon.org/
https://www.countable.us/bills/hr3741-113-federal-death-penalty-abolition-act-of-2013
Wednesday 2/14 AND Thursday 2/15/18
Wednesday 2/14 AND Thursday 2/15/18
Learning target: I can analyze how the powers of the legislative branch balance with individual rights.
Fill out First Amendment Chart
Write Persuasive letter addressing the central question Which freedom protected by the first amendment is the most important? (slides #165-170)
Tuesday 2/13/18
Tuesday 2/13/18
Learning target: I can analyze how the powers of the legislative branch balance with individual rights.
Notes on the legislative branch and first amendment (click here for notes sheet) - slides #153-164 above
Monday 2/12/18
Monday 2/12/18
Learning target: I can analyze how the powers of the legislative branch balance with individual rights.
Guest Presenter: How can ordinary Americans impact the laws that are created by the Legislative Branch?
Tuesday 2/6/18 and Thursday 2/8/18
Tuesday 2/6/18 and Thursday 2/8/18
Learning target: I can analyze how the powers of the executive branch balance with individual rights.
Work on and complete summative assessment for Unit 4 Part I
Friday 2/2/18
Friday 2/2/18
Learning target: I can analyze how the powers of the executive branch balance with individual rights.
Slides #128-135 above
What is Police Brutality?
Think - Pair - Share: summarize police brutality in your own words
Recent examples of police brutality
Primary source analysis (click here)
Watch video: Filming the Police
Thursday 2/1/18
Thursday 2/1/18
Learning target: I can analyze how the powers of the executive branch balance with individual rights.
Slides #119-127 Above
Would you like a Washtenaw ID card? If so, contact Mrs. Di Bella: dibellar@aaps.k12.mi.us
What is the Presidential Oath of Office and what does it mean?
Watch video and think-pair-share: What rights do noncitizens have in the U.S?
Primary source analysis (click here)
Tuesday 1/30/18
Tuesday 1/30/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
Guest Presenters: volunteers with Washtenaw Interfaith Coalition for Immigrant Rights (WICIR)
WICIR mission statement:
- To provide a culturally sensitive and supportive urgent response to raid detainees and their families, educate the targeted and allied communities, impact local governmental policies to empower and protect immigrant community members, and to work toward humane national immigration reform that provides a pathway to citizenship for all undocumented workers and people.
- Contact info: Immigration emergencies: 7343552707
- Everything else: wicir.wasthenaw@gmail.com
Monday 1/29/18
Monday 1/29/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights
Slides #107-116 above
Watch video and think - pair - share: What freedoms does the Bill of Rights protect and why are they important?
Read: Miranda v. Arizona (click here): What rights do you have when encountering the police?
NSA discussion: watch video and read slide #114, talk about the Gadsden Flag (slide 115), analyze political cartoon (click here)
Friday 1/26/18
Friday 1/26/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
Slides #100-106 above
Notes p.2 on different types of law enforcement agencies (notes sheet click here)
Think - Pair - Share: Why is it important for police officers to “look like” the community they work in?
Read "What to do when encountering the police" from the ACLU (click here) - split up into groups, write and perform skits acting out the different advice given to us in the article
Thursday 1/25/18
Thursday 1/25/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
slides # 87-97 above
1. Think - Pair - Share; "What are the powers of the executive branch?"
2. Take notes (notes sheet click here)
3. Complete "Help Wanted" sign for the position of the president:
- Your job is to create a “Help Wanted” sign for the position of President of the United States
- A “Help Wanted” sign is a type of advertisement, looking to attract people to a job
- Your sign MUST:
- Describe the requirements of the job
- Describe 2-4 powers the person will have if they get the job of President
- Be colorful and attractive - you want to get people’s attention!
Thursday 1/11/18 through Tuesday 1/23/18
Thursday 1/11/18 through Tuesday 1/23/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
Complete Historical Investigation
Wednesday 1/10/18
Wednesday 1/10/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
Historical Investigation day #2: Review DACA, watch videos, discuss political cartoons, introduce assignment, review Bookmark annotating tool, start analyzing first source.
Tuesday 1/9/18
Tuesday 1/9/18
Learning Target: I can analyze how the powers of the executive branch balance with individual rights.
Start Historical Investigation #2: The Powers of the Presidency
Background slides about executive actions and DACA
Monday 1/8/18
Monday 1/8/18
Learning target: I can explain why it's important to follow expectations in class.
Track feedback for Unit 3 Summative (taken before break)
Play class expectations Kahoot!
Start Unit 4 by completing Unit 4 overview packet guided notes:
Wednesday 12/20/17
Wednesday 12/20/17
Learning Target: support a claim using clear evidence.
Word Generation topic: Who owns the dead?
Focus word review
Mummification process video
Watch screencast of article
Debate the issue
Create a flyer about it
Monday 12/18/17 AND Tuesday 12/19/17
Monday 12/18/17 AND Tuesday 12/19/17
Learning target: I can show what I know
Read kid friendly version of the Constitution (click here to read)
Complete unit 3 summative assessment (click here for summative)
Tuesday 12/19/17 (AUMEN)
Tuesday 12/19/17 (AUMEN)
Learning Target: I can create the framework for a new government
For Aumen, click on this link: https://active.socialstudies.com
- Complete the activity: "Colonial Williamsburg: A More Perfect Union"
- Fill out the notes sheet as you go
Monday 12/18/17 (AUMEN)
Monday 12/18/17 (AUMEN)
Learning Target: I can create the framework for a new government
For Aumen, click on this link: https://www.activeclassroom.com/r/Z013k
- Follow the steps to register yourself for my class
- Complete the activity: "Colonial Williamsburg: A More Perfect Union"
- Fill out the notes sheet as you go
Friday 12/15/17
Friday 12/15/17
Learning Target: I can create the framework for a new government
For DiBella, click on this link: https://active.socialstudies.com/r/kZKvK
- Follow the steps to register yourself for my class
- Complete the activity: "Colonial Williamsburg: A More Perfect Union"
- Fill out the notes sheet as you go
Wednesday 12/13/17 AND Thursday 12/14/17
Wednesday 12/13/17 AND Thursday 12/14/17
Learning Target: I can understand and apply the process of creating a new government.
Watch video and take notes on ratification of the Constitution; slides 68-70 (notes sheet click here)
Re-phrase the Bill of Rights into modern language (BOR handout click here)
Play kahoot!
Tuesday 12/12/17
Tuesday 12/12/17
Learning Target: I can show what I know
Step 1: Finish paper formative assessment you started yesterday in class
Step 2:
- Go to edpuzzle.com
- sign in as a student with your google account
- complete the assignment: "Constitutional Convention Compromises"
Step 3:
- open a new tab, go to google slides and start a new slideshow - share it with Mrs. Di Bella: dibellar@aaps.k12.mi.us
- click on this link: http://teachingamericanhistory.org/convention/delegates/
- Choose one delegate to the Constitutional Convention to make a one slide mini-biography about
- On your slide include:
- A picture of your delegate
- The Delegate's Name
- The Delegate's State
- The total population of that state (look on the graph in your notes!)
- The slave population of that state (look on the graph in your notes!)
- Delegate's occupation
- Delegate's age at the convention
- An answer to the following question: Would this delegate support the 3/5 Compromise? Why or why not?
Friday 12/8/17 and Monday 12/11/17
Friday 12/8/17 and Monday 12/11/17
Learning Target: I can understand and apply the process of creating a new government.
Using slides 45-61 above, take notes on major compromises at the Constitutional Convention. (click here for notes packet)
Complete formative #1 (click here for formative assessment)
Wednesday 12/6/17 and Thursday 12/7/17
Wednesday 12/6/17 and Thursday 12/7/17
Learning Target: I can understand and apply the process of creating a new government.
Using slides 26-41 above, take notes on 3 branches of government as they are laid out in the Constitution.
Tuesday 12/5/17
Tuesday 12/5/17
Learning Target: I can understand and apply the process of creating a new government.
Constitutional Convention Delegate Webquest:
Click here for the packet to fill out
Finish early?
- Scroll down to the date: 11/10/17 and watch an episode or two of Liberty's Kids
- Go to quizlet.com and create a flashcard deck for Unit 3 Vocabulary (see unit overview packet from yesterday). Play the study games!
- Choose one of the delegates you took notes on and find 10 fun or weird facts about them or their life (write them in a google doc and share with Mrs. Di Bella: dibellar@aaps.k12.mi.us)
Branches - Powers.pdfBranches - Selected.pdfBranches - Checks.pdfMonday 12/4/17
Monday 12/4/17
Learning target: I can understand what we're learning in Unit 3
Fill out Unit overview packet using unit slides (below)
Unit overview packet click here
Friday 12/1/17
Friday 12/1/17
Young People of the Revolutionary War
Young People of the Revolutionary War
Biographies to choose from:
- Read two biographies
- Fill out the graphic organizers
- answer the processing question
Extra sources:
Women in the American Revolution:
- Women in The American Revolution: http://score.rims.k12.ca.us/score_lessons/women_american_revolution/
- 10 Amazing Women of the Revolutionary War: http://allthingsliberty.com/2013/10/10-amazing-women-revolutionary-war/
African Americans:
- Africans In America: LOOK UNDER SECTION IV “The Revolutionary War” http://www.pbs.org/wgbh/aia/part2/index.html
Monday 11/27/17 through Friday 12/1/17
Monday 11/27/17 through Friday 12/1/17
I can show what I know.
Complete the Unit 2 Summative Assessment:
- Choose ONE perspective from the RAFT sheet
- Get the materials associated with that perspective
- Step 1: Complete the graphic organizer
- Step 2: Create your final product using the Mentor Text as a guide
- Follow independent work expectations
(for summative materials click here)
Monday 11/20/17 AND Tuesday 11/21/17
Monday 11/20/17 AND Tuesday 11/21/17
I can support a claim using clear evidence
Watch video about WG topic from last week (click here for video)
Work on sorting evidence for each claim (click here for handout)
Fill out WG social studies page for this topic (click here for page)
Fill out graphic organizer (click here)
create informational flyer
Friday 11/17/17
Friday 11/17/17
Learning Target: I can understand why the colonists declared independence from Great Britain
Complete Formative Assessment using class notes (click here for assessment)
Thursday 11/16/17
Thursday 11/16/17
Learning Target: I can understand why the colonists declared independence from Great Britain
Watch "Too Late to Apologize" and analyze lyrics (click here for video)
Read excerpts of the Declaration of Independence and translate into modern terms (click here for packet)
Tuesday 11/14/17
Tuesday 11/14/17
Learning Target: I can understand why the colonists declared independence from Great Britain
Watch video and discuss: What was the difference between the British and Colonial armies during the battle of Lexington and Concord (click here for the video)
Second Continental Congress and Declaration of Independence notes (click here for notes sheet)... Use slides 78-81 in slideshow below
Read and listen to Heart and Soul prologue and chapter 1 (click here for video) (click here for reading)
Monday 11/13/17
Monday 11/13/17
Learning Target: I can understand why the colonists declared independence from Great Britain
Analyze perspectives on the Boston Massacre by looking at two different pictures and comparing/contrasting. (click here for handouts)
Read about Crispus Attucks (click here for reading)
Friday 11/10/17
Friday 11/10/17
Learning Target: I can analyze the changing relationship between the colonists and the British government after the French and Indian War
Finish Menu Assn from yesterday and Wednesday
IF YOU FINISH EARLY:
- Get a set of headphones
- YOU MUST BE SIGNED INTO YOUR GOOGLE ACCT ON THIS DEVICE
- Watch episodes of Liberty's Kids:
Wednesday 11/8/17 AND Thursday 11/9/17
Wednesday 11/8/17 AND Thursday 11/9/17
Learning Target: I can analyze the changing relationship between the colonists and the British government after the French and Indian War
Complete Menu Assn. for Learning target 2:
Monday 11/6/17
Monday 11/6/17
Learning Target: I can analyze the changing relationship between the colonists and the British government after the French and Indian War
Re-watch video from Friday: Click Here
Guided Notes: click here (use slides 44-46 of slideshow under Friday 11/3/17 to help fill out notes)
Watch Schoolhouse Rock "No More Kings" (click here) and analyze lyrics (click here)
Answer the following questions about "No More Kings"
- What is the song about?
- What did the colonists think about the king when they first got to America?
- How did that change once they had built up their towns and homes?
- What does the person who wrote the song think about whether England had the right to tax the colonies?
Friday 11/3/17
Friday 11/3/17
Learning Target: I can analyze the changing relationship between the colonists and the British government after the French and Indian War
New Vocab: click here (and see slides # 28-35 below)
Watch video to fill out cause/effect chart: click here
Thursday 11/2/17
Thursday 11/2/17
Learning target: I can describe colonial experiments with self-government
Track feedback from Unit 1 Summative (if you haven't turned it in yet, turn it in ASAP!)
Go over House of Burgesses reading from Tuesday click here
Complete EdPuzzle: "House of Burgesses"
Wednesday 11/1/17
Wednesday 11/1/17
Ice Skating field trip!!!
Tuesday 10/31/17
Tuesday 10/31/17
Word Generation Debate: Teen Smoking: Who is Responsible?
House of Burgesses reading and questions: click here
Monday 10/23/17-Friday 10/27/17
Monday 10/23/17-Friday 10/27/17
Work on Summative Assessment for Unit 1 (to see the packet click here)
For research use:
- class notes
- primary sources from the historical investigations
- any videos or EdPuzzles we have used in class
- video notes from After the Mayflower
- The Native American webquest (found under the dates Tuesday 9/19/17 AND Wednesday 9/20/17 below)
- google searches (use: sites;.gov, sites;.edu, and sites;.org after search terms!)
Assessment due at the end of class Friday 10/27/17
Thursday 10/19/17
Thursday 10/19/17
Learning Target: I can describe colonial life in America from different perspectives.
Complete historical writing for to finish up historical invetstigation
to see the packet click here
IF YOU FINISH EARLY:
- Finish up our episode of America: The Story of Us, Click Here
- Fast forward to the spot in the video where you left off with the sub!
Wednesday 10/18/17
Wednesday 10/18/17
Debate Word Generation Topic: Climate Change: who should pay for the consequences?
Monday 10/16/17 AND Tuesday 10/17/18
Monday 10/16/17 AND Tuesday 10/17/18
Learning Target: I can describe colonial life in America from different perspectives.
Days 4 through 5 of our Historical Investigation - to see the packet click here
finish "Weigh the Evidence" chart, complete historical writing.
Wednesday 10/11/17 through Friday 10/13/17
Wednesday 10/11/17 through Friday 10/13/17
Learning Target: I can describe colonial life in America from different perspectives.
Days 1 through 3 of our Historical Investigation - to see the packet click here
Use the "Bookmark" annotating tool to annotate sources 1-7 (click here for the "Bookmark")
Use slides 137 - 163
Thursday 10/5/17 AND Friday 10/6/17
Thursday 10/5/17 AND Friday 10/6/17
Learning targets:
2b. I can compare and contrast the relationship between different European settlers and the Native Americans.
3. I can understand the impact of the meeting of Native Americans, Europeans, and Africans in North America from the perspective of each group.
Stations activity: Student Packet: click here
Directions and materials for each station: click here
Videos for stations 3 and 8: click below
Tuesday 10/3
Tuesday 10/3
Learning targets:
2b. I can compare and contrast the relationship between different European settlers and the Native Americans.
3. I can understand the impact of the meeting of Native Americans, Europeans, and Africans in North America from the perspective of each group.
New Vocabulary (click here)
Guided notes (click here)
Use slides 88 - 99
Monday 10/2
Monday 10/2
Track feedback from Formatives #1 and #2
Stations:
- Station 1:
- Sign into your electronic device
- Watch the video (click here) and fill out your graphic organizer as you go
- Station 2:
- Sign into your electronic device
- go to EdPuzzle
- Sign in as a Student
- Sign in using google (click the red box on the left that says "G Google"
- Click "+Join Class" on the left hand side of the screen
- Type or copy and paste in the class code for your hour:
- 2nd: sogokbi
- 3rd: bubobiv
- 4th: rolasaj
- 6th: ijfohso
- 7th: vurecif
- Complete the TWO activities: "Columbus Day in US sees Celebration and Protest" AND "Thanksgiving, 'National Day of Mourning' for Some" (answer the questions as you go!)
- Station 3:
- Sign into your electronic device
- go to EdPuzzle
- Sign in as a Student
- Sign in using google (click the red box on the left that says "G Google"
- Click "+Join Class" on the left hand side of the screen
- Type or Copy and Paste the following class code: nubirak
- Complete the activity "Native Americans and American Colonists (Story Time with Mr. Beat)"
- Watch the video, read the text, and fill out your assignment as you go
Friday 9/29
Friday 9/29
Fill out mentor text together as a class: click here
Work on formative assessment using notes from the film: click here
Thursday 9/28/17
Thursday 9/28/17
Learning target: 2a: I can explain the impact of European settlement on Native Americans
Watch: We Shall Remain: America Through Native Eyes. Episode One: After the Mayflower
Fill out watching guide as we go (click here)
Sort evidence from the documentary to match two possible claims:
1. When two different cultures interact for the first time they fight.
2. When two different cultures interact for the first time they help each other.
Wednesday 9/27/17
Wednesday 9/27/17
Early Release Day - school ends at 12:37
8th Graders will spend most of their morning in Digital Literacy with their ELA classes
I will only see my 6th hour:
- Question of the Day
- Student interest survey
- Learning styles inventory click here
Tuesday 9/26/17
Tuesday 9/26/17
Learning target: 2a: I can explain the impact of European settlement on Native Americans
Watch: We Shall Remain: America Through Native Eyes. Episode One: After the Mayflower
Fill out watching guide as we go (click here)
Monday 9/25/17
Monday 9/25/17
Learning target: 2a: I can explain the impact of European settlement on Native Americans
Watch: We Shall Remain: America Through Native Eyes. Episode One: After the Mayflower
Fill out watching guide as we go (click here)
Friday 9/22/17
Friday 9/22/17
Learning styles inventory click here
Learning target: 2a: I can explain the impact of European settlement on Native Americans
Watch: We Shall Remain: America Through Native Eyes. Episode One: After the Mayflower
Fill out watching guide as we go (click here)
Tuesday 9/19/17 AND Wednesday 9/20/17
Tuesday 9/19/17 AND Wednesday 9/20/17
Learning Target: I can describe the life of people living in North America before European Settlement
Directions:
Choose ONE Native American cultural region to explore. The options are:
- Arctic
- Eastern Woodlands
- Plains
- Southwest
- Southeast
- Northwest Coast
Step 1: Fill out the organizer handed out to you in class by using the slideshow posted below.
1. Find the map slide
2. Click on the region that interests you
3. Find the information you need by clicking the links on each slide (DO NOT just click next slide, actually click the items ON the slide)
Step 2: Create a google slides presentation. Your presentation must include
(find out how to make a google slides presentation by clicking here)
- Your claim that answers the Essential Question
- At least 2 pieces of evidence to support your claim (taken from your notes in the organizer below)
- Reasoning that connects your evidence to your claim - why do these facts support your claim?
- Share your google slides presentation with your I&S teacher! (dibellar@aaps.k12.mi.us OR aumenj@aaps.k12.mi.us) For a tutorial on how to share a presentation click here
Step 3:
- Add one more slide to your presentation by clicking the Plus sign (+) on the left, above your slides
- Look at the Criterion A rubric for this unit by clicking here
- Based on the rubric, give yourself a grade on the 8-point scale for your project.
- Write your grade on your last slide of your project with a paragraph (3-5 sentences) explaining why you deserve that grade.
Step 4: If you finished your slides presentation, graded yourself, AND shared it with me choose from the following things to do:
- Watch: video 1 or video 2
- Explore: https://earth.google.com/web/
Monday 9/18/17
Monday 9/18/17
Unit 1 Overview
Learning target: I can understand what we're learning in Unit 1
To view bell work click here
Fill out Unit 1 Overview packet (to view packet click here)
Use the slideshow to fill in guided notes:
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